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Teaching Large ClassesStrategies and Course Design

Peter E. Doolittle

Assistant Provost of Teaching and Learning

Executive Director, Center for Instructional Development and Educational Research

Professor, Educational Psychology, Department of Learning Sciences & Technology

Virginia Tech • Blacksburg • Virginia

Overview

1. Introduction

2. Learning First

3. Surveys, Interviews, Research

4. Large Class Logistics, Engagement, & Assessment

5. Large Class Flipping, Clickers, & Peers

6. asd

7. Conclusion

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Anticipation Guide

1. Large classes require a special “teacher personality” to do well.

2. Advanced pedagogies – problem-based learning, case-based learning, inquiry learning – are not possible in large classes.

3. Teaching large classes with technology is more efficient and results in more learning than teaching without technology.

Learning FirstThe processing of knowledge, experience, and self.

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Activity #1

1-10 11-20

1086420

Activity #2§ Meaningful Learning

§ Elaborative Learning

§ Imagery

§ Self-Generation

§ Self-Reference Effect

§ Encoding Specificity

§ State-dependent

§ Context-dependent

§ Transfer-Appropriate Processing

§ Practice with Feedback

Processing

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What we processwe learn.

Cognitively

Socially

Behaviorally

PROCESSING

Affectively

Interpreting a StatementQuestioning AssumptionsCreating SummariesComparing BenefitsDesigning a ArtifactGenerating ImagesComputing a ValueMonitoring ProgressAnalyzing a GraphSolving a Problem

Operate a Chisel PlowEngage in Meditation

Practice PresentingMake a BirdfeederEngineer a CircuitConstruct a FormBuild a PrototypeUse a 3D Printer

Write a HaikuFrame a Wall

Mentor a PeerWork on a Team

Engage in DialogueObserve PerformanceWatch Demonstration

Reach Group ConsensusEngage in Cultural RitualsLive in a Different CultureInteract with Other People

Interview Members of a Group

Attend to SelfEngage SociallyListen to OthersValue Animal LifeDemonstrate BeliefCare About the FutureEmpathize with Others Reflect on Personal BiasDisplay Ethical Decision MakingAccept Responsibility for Actions

Surveys, Interviews, ResearchWhat do teachers say?

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Surveys, Interviews, Research§ 132 Large Class (100+) Instructional Faculty

§ Rank§ Instructor 35§ Assistant 24§ Associate 42§ Full 31

§ Class Size§ 100-299 students 96§ 300-599 students 32§ 600+ students 4

§ Experience Teaching Large Classes§ < 5 years 30§ 5-10 years 48§ 10+ years 54

Large Class Instruction: A Survey

Top 5

Lecture with PowerPoint/Keynote/Prezi 82%

Video Clips/Films 52%

Solving Problems/Worked Examples 48%

In-Class Discussions/Q&As 43%

Chalkboard/Whiteboard 40%

What strategies do you use in your large class?

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Large Class Instruction: A Survey

Top 5

Flipped Classroom Activities 45%

In-Class Active Learning Strategies 39%

Social Media 26%

Discovery/Inquiry Learning 24%

Peer Learning 23%

What strategies would you like to learn?

Large Class Instruction: A Survey

Top 5

In-Class Tests/Exams 76%

Homework 58%

In-Class Quizzes 46%

Clickers/Personal Response Systems 34%

Out-of-Class Quizzes 34%

What types of assessments do you use?

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Large Class Instruction: A Survey

Top 5

Flipped Classroom Activities 41%

Experiential Learning Projects 22%

Service Learning Projects 21%

In-Class Activities 19%

Group/Team Projects 19%

What assessments would you like to use?

Large Class Instruction: A Survey

Top 5

Classroom Distractions (laptops, phones) 71%

Classroom Space/Design 60%

Cheating 53%

Student Engagement/Enthusiasm 51%

Attendance 47%

What are your concerns/challenges in your large class?

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Large Class StrategiesIdeas from teachers of large classes

Social Presence & RapportFighting Anonymity

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Social Presence

§ Social Presence: the awareness of and interaction with “others” that establishes a sense of connectedness and belonging.

§ Top 3 Attributes of Social Presence§ Responsiveness Immediacy§ Connectedness Intimacy/Empathy/Affect§ Interactivity Social Exchange

(Gunawardena, 1995; Short, Chrisie, & Williams, 1976; Tu, 2002)

Social Presence

§ Social presence increases§ Attendance§ Participation§ Critical thinking

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Social Presence

§ Strategies for increasing social presence§ Pre-course communication§ Chat with students before class/during set up§ In-class discussion§ In-class circulation§ In-class teacher affect

§ Emotions§ Actions (smile, laugh, eye contact, frown, show concern)

§ Collaborative/cooperative/group projects§ Extra-class communication

§ Email, office hours (f2f, online), social media§ Online office hours

Learning Students’ Names

§ Study students’ names and photos§ Have students use a name tag/card during class§ Call students by name at times in class§ Do an “About Me”-type assignment§ Ask students their names when they ask questions

How do you learn students’ names?

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LogisticsAttendance and Email

Perspectives on Attendance

§ Don’t take attendance§ because students are adults

§ Don’t take attendance§ but give in-class activity points§ no make up for missed points§ provide point to those with an excused absence (via

Dean of Students)

Do you take attendance? If so, how? Or, why not?

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Perspectives on Attendance

§ Take attendance§ Sign-in on clipboard§ Exit slips at end of class§ Clicker questions§ Assigned seats§ ID card swipe§ Activity participation§ Randomly take attendance on 10+/- times during semester

Handling Email – Part 1

§ Return all emails in XX hours§ Explain email return policy, 24 or 48 hours

§ Be honest; explain you are often behind on emails§ Tell students to resend if no response is received

§ Discuss the importance of effective emailing§ Only answer “effective emails”; questions where the

answer is not on the syllabus, CMS, assignment guides§ Respond “syllabus”

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Handling Email – Part 2

§ Post responses to common questions on FAQs page§ Refer students to FAQ page frequently

§ Allow students to answer each other’s questions§ Use discussion boards to allow students to do this

§ Provide clear policies on syllabus§ Provide a full list of email policies on syllabus§ Title format or question format of emails§ Policy for seeking information (syllabus, FAQ, TA, Prof)§ Use a syllabus quiz to emphasize information

EngagementFostering processing in students

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Peer Instruction (Mazur)

1. Pose a question from lecture or pre-class reading

2. Time to think is provided to students

3. Poll students via clickers or hand raising

4. Students discuss with neighbors

5. Poll students again via clickers or hand raising

6. Professor explains answer

Strategies for Engagement

§ Use think-pair-share to initiate discussion/engagement

§ Engage students in collaborative/group activities

§ Incorporate response technologies to make choices

§ Incorporate response technologies to begin discussion

§ Incorporate response technologies to form. assess

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Strategies for Engagement

§ Make examples/illustrations interesting/relevant

§ Incorporate “fun facts” into the class

§ Ask questions, both divergent and convergent

§ Tell stories addressing relevant lived experience

Strategies for Engagement

§ Invite guest speakers, hold students accountable

§ Have students present/perform to class

§ Divide and conquer field trips

§ Play music before class

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Tips for Using Groups§ Explain the importance/purpose of group work

§ Explain group work clearly before forming groups

§ Group randomly, by neighbors, by interest, etc.

§ Walk around during group work time

§ Process individually è small group è large group

§ Debrief after group work

§ Use the classroom spaces

Engagement: Flipping EssentialsWhat flipping is and is not.

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Top 5 Reasons to Flip Your Class

1. Increase student learning.

2. Increase student learning.

3. Increase student learning.

4. Increase student learning.

5. Increase student learning.

Flipping Basics

Before During

Video Inquiry

content

The “Flip”

Moving fromTeacher-Centered

toLearner-Centered

active

learning

Learning is not magic, it’s by design.

After

Flipped

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Lecturing versus Flipping

Before During After

Reading& Quiz Case

Lecture

Notes Study for Test

0 4 16 Nature & Quality of Processing??

Flipped 8 12 0

Reflection

4Nature & Quality of Processing is

Enhanced

Basic Flipped Classroom Design

Before During After

Reading &Tweet Summary

ConceptMaps

Flipped

ComprehensionReflection

Processing

CognitiveBehavioralSocialAffective

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Create instruction that fosters c,s,b,a

processing

Does Flipping Work?

Flipping “works” to the extent that the design of the course motivates students to engage in the

cognitive, behavioral, social, & affective processing (before, during, and after class)

that is necessary to foster the learning and development that aligns with one’s outcomes.

Learning’s not magic, it’s by design.

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Example 1

Will Hossack, Developmental BiologySalford University, Manchester, England

Before During After

Reading ChapterQuiz

Group Discussion Small GroupRecitation

Will Hossack – Salford University

How are student’s processing?

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Large Class Flipping Example

Example 2

Steven Toaddy, PsychologyNorth Carolina State University

Before During After

Content Video Open-Note Quiz2 Group Activities

na

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Steven Toaddy – North Carolina State University

How are student’s processing?

Lesson Sequencing & Design

Week/Day

Topic Outcome Processing Pre-Class In-Class Post-Class

Processing

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DisctractionsMinimizing off-task behavior

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Minimizing Distractions

§ Break class into small segments (15 minute chunks)§ Use meaningful and interesting breaks between segments§ Focus breaks on short processing activities§ Consider image/video clip analysis, problems, examples

§ Use active learning activities during class§ Use case studies, minute papers, think-pair-share

§ Have a clear policy on in-class distractions§ Include it on the syllabus and discuss it on the first day§ Have students create a contract for classroom behavior

Addressing Distractions

§ Walk around the classroom – even the very back§ Establish eye contact with students and ask questions§ Teach from the back of the class

§ Address students who are off task during class§ Say something out loud to distracting students§ Stare at them until they notice§ Stand beside them until they notice§ Ask them to stay after class if the problem persists§ Ask them a question or to provide an example

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Addressing Distractions

§ Limit use of laptop/phones in class§ Provide a laptop zone in class – back 2 rows/front left§ Have no technology days or closed laptop times§ Decide if you care about students’ use of technology

§ Make laptops/phones a part of the lesson§ Have students use laptops/phones to provide feedback§ Have groups locate and use information from the web§ Use information races in class

Grades/GradingMaintaining sanity while assessing students

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Grades/Grading

§ Provide more opportunities for points than needed§ Provide assessment choices for students to earn points§ Align assessment choices with instructional outcomes

§ Ramp up multiple choice questions§ MC items§ Interpretive response MC items§ Extended interpretive response MC items

§ Be creative with non-MC options§ Flash quizzes§ Shared/community movies (50% alone; 50% with others)

§ Introduction, movie, timed quiz

Grades/Grading§ Have a team of graduate teaching assistants (GTAs)

§ Make sure the GTAs are trained to ensure grading consistency!§ Check university policy on what GTAs are allowed to grade

§ Provide more points than the total for hmwk/quizzes§ This cuts back on dealing with excused/unexcused absences.§ Serves the same purpose as allowing students to drop a grade

§ Have a clear policy about make up work§ Explain what is an “excused” absence§ Determine who makes the “excused” decision§ Provide a time when a student must notify the professor of a

coming absence

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Grades/Grading

§ Limit length for written responses§ 2-3 sentences for short answer§ 1 word for cloze questions

§ Create a system for handling questions about grades§ Grade question report explaining issue, rationale, and solution§ Visit during office hours§ Statute of limitations

www.teachinglargeclasses.org

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Faculty Voices: Advice

§ Prepare§ Be specific – on syllabus, on assignments, on rubrics§ Be transparent about your expectations§ Be fair and consistent§ Hold students accountable§ Keep them engaged however you can§ Try new things to keep them awake – even at 8am!§ Show excitement – even for classes you’ve taught a lot§ Enjoy it – students will know if you don’t really like it§ Be true to yourself

Keeping It In Perspective